Name:

_______________________________________________________________________________ Date: __________________________

African American History: Slavery and Resistance Choice board

Directions: Complete at least one assignment from each column that add up to AT LEAST 200 points. This
is the MINIMUM requirement. However, you may complete as many assignments as you would like after
that. Place an X on the assignments you have chosen to complete. Please staple/paperclip all assignments
to this paper. All assignments are due at the end of the period on ____________________.

Comprehension
Synthesis
Application
In textbook read chapter 5-1 and Write a slave journal that
Write your own Spiritual that has
complete the assessment on a
includes at least two of the
a secret code. Write your
separate sheet of paper.
negative effects of slavery (from spiritual again with the secret

Cornell notes) and two ways you code exposed. After, write how it

resisted. MUST BE AT LEAST 75 will be used. SPIRITUAL MUST

WORDS
BE AT LEAST 10 LINES.




50 points (20- content; 20-
60 points (20- content; 20-
40 points
writing; 10- length)
writing; 10- length)
Create a bio-poem about
Create a drawing showing how
Write a newspaper editorial for
someone who was involved in
slave law(s) kept American
or against reparations for
one of the resistance movements Indians, poor whites, or
slavery. Use the Ta Nehesi Coates
(from posters).
Indentured Servants from
article or what we learned about

uniting with slaves. MUST USE
the wealth gap in your article.

COLOR.
MUST BE AT LEAST 100+


WORDS.



70 points
75 points (Rubric on back)
80 points (Rubric on back)
DRAW a map of your escape
You are an abolitionist about to
Education was very important to
route from slavery. Put captions speak at an Anti-Slavery Society slaves. In fact, some died trying
at four points along your route
convention. Write a speech in
to get one. Today, school funding
about an action you took or an
which you argue for or against
is very unequal based on race of
event that occurred along the
the use of violence, using support students. Write a letter to PA
way. Use information on pp. 97from the documents. Include
governor about unequal funding,
98 in textbook to base your
tactics you would use. MUST BE
why education is important to
route, actions, and events. MUST AT LEAST 150+ WORDS.
you, and about what you think
USE COLOR.
they should do. 150+ WORDS.


USE EVIDENCE FROM ARTICLE


(ON BACK) TO SUPPORT


ARGUMENT.




85 points (Rubric on back)
100 points (Rubric on back)
90 points (Rubric on back)


Total number of points attempted: ____________________________________


Assignment grade: ________________________thought_________________

Choice Board Writing Rubric

CATEGORY
Content
Accuracy
Ideas

20%
The content contains at
least the required amount
of accurate facts/supporting
evidence about the topic.
Ideas were expressed in a
clear and organized fashion.
It was easy to figure out
what the author was trying
to communicate.

The letter seemed to be a

collection of unrelated
sentences. It was very difficult
to figure out what the author
was trying to communicate.

15%
The content is missing
one accurate
fact/supporting evidence
about the topic.
Ideas were expressed in a
pretty clear manner, but
the organization could
have been better.

10%
The content is missing two
accurate facts/supporting
evidence about the topic.

Adding
Personality
(Voice)

The writer seems to be

writing from knowledge or
experience. The author has
taken the ideas and made
them "his or her own."

The writer seems to be

drawing on knowledge or
experience, but there is
some lack of ownership
of the topic.

Ideas were somewhat

organized, but were not very
clear. It took more than one
reading to figure out what the
author was trying to
communicate.
The writer relates some of his
own knowledge or
experience, but it adds
nothing to the discussion of
the topic.

Length

Meets or exceeds the

guidelines.

Meets up to 85% of the

guidelines.

Meets up to 70% of the

guidelines.

Capitalization,
grammar,
spelling,
punctuation

Writer makes no more than

2 errors in capitalization,
grammar, punctuation, or
spelling.

Writer makes 3-4 errors

in capitalization,
grammar, punctuation,
or spelling.

Writer makes 5-6 errors in

capitalization, grammar,
punctuation, or spelling.

5%
The content contains no
accurate facts/supporting
evidence about the topic.

The writer has not tried to

transform the information in a
personal way. The ideas and
the way they are expressed
seem to belong to someone
else.
50% or less of the guidelines
Writer makes more than 6
errors in capitalization,
grammar, punctuation, or
spelling.

Map and Comic Strip

CATEGORY
Content -
Accuracy

20%
All required facts are present
and accurate.

15%
One required fact is missing
or inaccurate.

10%
Two required facts are
missing or inaccurate.

5%
More than two required fact
is missing or inaccurate.

Required
Elements

Includes all required

elements as well as
additional information.

All required elements are

included.

All but 1 of the required

elements are included on the
poster.

Several required elements

were missing.

Graphics -
Relevance

All graphics are related to

the topic and make it easier
to understand.

All graphics are related to

the topic and most make it
easier to understand.

All graphics relate to the

topic.

Graphics do not relate to the

topic.

Graphics -
Originality

Several of the graphics used

reflect a exceptional degree
of student creativity in their
creation and/or display.

One or two of the graphics

used reflect student
creativity in their creation
and/or display.

The graphics are made by

the student, but are are not
creative.

No graphics made by the

student are included.

Mechanics

Capitalization, punctuation,
and grammar are correct
throughout the poster.

There is 1-2 error in

capitalization, punctuation,
and grammar.

There are 3-4 errors in

capitalization, punctuation,
and grammar.

There are more than 4 errors

in capitalization,
punctuation, and grammar.

Biopoem (COLORED PENCILS AND PAPER ON BACK TABLE)

(Line 1) First name
(Line 2) Three or four adjectives that describe the person
(Line 3) Two or three things, people, or ideas that this person loves
(Line 4) Three feelings this person has experienced
(Line 5) Three fears this person has
(Line 6) Accomplishments
(Line 7) Two or three things this person wants to see happen or wants to
experience
(Line 8) The location/residence of the person
(Line 9) Last name

EXAMPLE
Rosa
Determined, brave, strong, loving
Wife of Raymond Parks, mother of all children
Who loved equality, freedom, and the benefits of a good education
Who felt angry at discrimination, empowered when she stood up for her
beliefs, and purposeful when she helped others
Who feared that racism would continue, feared losing the opportunity to make
a difference, and feared that young people might lose opportunities to develop
strength and courage
Who changed history as she accomplished great strides for equality and
encouraged excellence for all
Who wanted to see love triumph and see an end to all bias and discrimination
in a world in which respect is freely given to all
Born in Alabama and living in Detroit
Parks


EDUCATION FUNDING INEQUALITY ARTICLE

Districts serving low-income students and students of color receive far less funding than those serving white
and more affluent students. And despite widespread attention to inequitable funding formulas and courts that
have declared them unlawful for shortchanging school districts serving large percentages of low-income
students too many states continue this unfair practice, according to a new state-by-state report and online
data tool released today by The Education Trust.
The report, Funding Gaps 2015, finds that U.S. school districts serving the largest populations of low-income
students receive roughly $1,200, or 10 percent, less per student in state and local funding than the lowest
poverty districts. These gaps add up. For a middle school with 500 students, a gap of $1,200 per student means
a shortage of $600,000 per year. For a 1,000-student high school, it means a whopping $1.2 million per year in
missing resources.
Our data show that the students needing the most supports are given the least, said Natasha Ushomirsky,
K-12 senior data and policy analyst and co-author of the report. As conversations on how to improve
achievement for our nations youth, particularly those who start school academically behind, are hotly debated
in statehouses across the nation, closing long-standing funding gaps must be addressed. While money isnt the
only thing that matters for student success, it most certainly matters. Districts with more resources can, for
example, use those funds to attract stronger teachers and principals and to offer students more academic
support.
Ed Trust analyzed the most up-to-date national data sources available to examine the state of funding equity
across the U.S. and within each state. The report looks at revenues from state and local sources only, excluding
federal funds since those dollars are intended and targeted to provide supplemental services to
traditionally underserved groups. This report focuses on how states allocate the resources that originate from
their coffers.
The analysis shows great variation among states in terms of their funding patterns. Illinois, with the largest
funding gap in the nation, stands out for its unfairness. The highest poverty districts in the state get nearly 20
percent less per student than the lowest poverty districts. Following Illinois with the largest funding gaps are
New York (with a 10 percent gap), Pennsylvania (8 percent), Texas (7 percent), Maryland (7 percent) and
Michigan (6 percent).
Yet, there are many states that defy these patterns and show inequities are not inevitable. In Ohio and
Minnesota, for example, the highest poverty districts receive about 22 percent more state and local dollars per
student than their lowest poverty counterparts. Other states where low-income districts get substantially more
dollars include Delaware, South Dakota, Indiana, and Tennessee.
These figures look at whether the funding that high- and low-poverty districts receive is equal, failing to take
into account that it costs more to educate a student in poverty than a student not in poverty. When we adjust for
the added costs of educating low-income students and ask whether funding is equitable, the trends look far
worse. Nationally, the funding gap between the highest and lowest poverty districts grows to $2,200 per student,
or 18 percent. Moreover, the number of states that provide high poverty districts with substantially less funding
grows from 6 to 22.
Importantly, inequities in funding dont only occur based on poverty. In fact, Ed Trust analysis finds inequities
for districts serving the largest populations of African American, Latino, or Native students to be more
prevalent, and more substantial, than those based on poverty. Nationally, districts serving the most students of
color receive about $2,000, or 15 percent, less per student than districts serving the fewest. And while in 14
states districts that serve the most students of color receive substantially more money, in 18 states, they receive
substantially less.
If this nation is truly to live up to its promise of being the land of equal opportunity, states must take a hard
look at their funding formulas and ask themselves, Are we giving all students the resources they need to reach
their full potential? The answer is no in far too many states, said Ushomirsky. The good news is that
closing funding gaps is possible. There are many states that are paving the way.